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Following successful completion of this lesson, students will be able to:
- Identify the main ideas in a text and use them as the basis of interpretation
- Identify, analyze, and apply knowledge of theme, structure, and literary genre
- Analyze the ways language appeals to the senses, creates imagery, suggests mood, and sets tone
- Use written language to accomplish their purposes
The above objectives correspond with the following Alabama Course of Study Objectives:
CCRS 1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.,
CCRS 3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).,
CCRS 4Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or langauge that is particularly fresh, engaging, or beautiful (Include Shakespeare as well as other authors.),
CCRS 7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare.),
CCRS 8Demonstrate knowledge of foundational works of European literature with a concentration in British literature, including how two or more texts from the same period treat similar themes or topics. ,
CCRS 9By the end of Grade 12, read and comprehend literature, including stories, dramas, and poems, at the end of the Grades 11-College and Career Readiness (CCR) text complexity band independently and proficiently. ,
CCRS 19Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ,
CCRS 19aIntroduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. ,
CCRS 22Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.),
CCRS 23Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-12.), and
CCRS 35Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.. |
Introduction
"Full many a flower is born to blush unseen..."
~Gray
Thomas Gray was an English poet and a professor at Cambridge University. His most popular poem is “Elegya poem that laments or mourns the dead Written in a Country Churchyard,” published in 1751. People speculate that Gray wrote this in the churchyard of Stoke Poges, Buckinghamshire. The death that is mourned is not of anyone specifically, but, rather of the common man. The speaker in the poem sees a country churchyard at sunset, so he meditates on human mortality.
Introduction